2015 annual report school of business and graduate studies ...€¦ · consulting projects for...

2015 ANNUAL REPORT School of Business and Graduate Studies (BGS)

Submitted by Jeannette Frett, Dean, Business and Graduate Studies June 1, 2015

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I. Introduction

A year ago the School of Business and Graduate Studies (BGS) was launched as a distinct

academic program for graduate and business working adult students. This report will provide an

update of the progress achieved and challenges faced during the inaugural year as well as

priorities ahead for 2015-2016.

In June 2014 the School of Business and Graduate Studies established a three-year strategic plan,

the Business and Graduate Studies Strategic and Action Plan, 2014-2017 which was aligned

with Trinity’s strategic plan, Envision 2020. The BGS Plan focused on three critical areas:

1. Program and Academic Excellence

2. Career Partnerships

3. Flexible and Innovative Program Options

Additionally, the BGS Plan incorporated Middle States Standards of Excellence, specifically, the

following eight (8) standards:

1. Mission and Goals (Standard 1)

2. Institutional Assessment (Standard 7)

3. Student Admissions and Retention (Standard 8)

4. Student Support Services (Standard 9)

5. Faculty (Standard 10)

6. Educational Offerings (Standard 11)

7. General Education (Standard 12)

8. Assessment of Student Learning (Standard 14)

II. Dashboard

Key metrics have been identified that support enrollment, retention, employment outcomes

and academic excellence. In summary, BGS’s performance is solid in a number of areas.

Notwithstanding, the opportunity for improvement exists in other areas. Retention is strong

at 80% as it continues to rise. Also, the 2015 student satisfaction metrics are solid for the

following:

experience for BGS graduates (83%),

caliber of student (72 %),

caliber of faculty (89%),

student’s willing to recommend others to Trinity (90 %), and

delivering on the promise to “discover your strength” (90%).

On the other hand, enrollment continues to lag and gaps exist for career advancement and

employment outcomes.



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Topic 2014 2015 Comments

All BGS Students 1. Enrollment 1391 1222 Increasing enrollment is the highest priority and

BGS supports Admissions and Marketing with

enrollment efforts

2. Retention 70% 80% Retention is also a high priority on which BGS has

doggedly focused.

Increased, consistent retention focus has resulted in

10% points increase over 2014.

Drivers of increase: Restructured advising and

increased student engagement/activities

BGS Graduate Students Only3 1. Overall, how satisfied are you

with your academic

program?

69% N/A The low satisfaction with academic programs

correlates with low satisfaction with quality of

students and faculty for the 2014 BGS graduates

Student focus groups provided additional details

which informed programming for 2015, i.e.

Colloquium, Career course, etc.

2. Overall, how satisfied are you

with your graduate

experience at Trinity?

N/A 83 % Shifted satisfaction question from academic program

to graduate experience which is assessed in other

questions

High satisfaction may be linked to BGS’s

responsiveness to student feedback

3. Would you recommend

Trinity to a

friend/family/colleague?

85% 90 % Meaningful increase. Referrals is an active

demonstration of satisfaction which is critical to

increasing enrollment; therefore, increasing this metric

is critical

4. How has obtaining a degree

from Trinity changed you?

92 % 90% Slight decrease. The year over year change is

nominal; remaining in the 90% is important to the

value of the degree as perceived by students


with the caliber of students

who were in your graduate

program at Trinity?

54% 72 % Significant increase. Quality of students affect

perceived value of the program, therefore increasing

this metric is important.


with the caliber of faculty in

your graduate program at

Trinity?

69% 89% Significant increase. Quality faculty is critical.

Recruitment and professional development for faculty

are high priorities


with the caliber of

administration at Trinity?

92% 67% Significant decrease. Further investigation is needed

to understand this change

8. Did Trinity help you “discover

your strength”?

N/A 90% 90% indicates students value of the degree and belief

that Trinity fulfilled its promise

New question in 2015 to measure Trinity’s ability to

deliver on the promise of discovering your strength

1 As of 5/27/2014 before reconciliation for spring graduates 2 As of 5/22/2015 before reconciliation for spring graduates 3 Questions and responses are from the BGS Graduate Student surveys of 2014 and 2015



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9. Beginning Salary =<$75,000

At beginning of BGS

matriculation

77% 82% Meaningful increase. More incoming students in

2015 had salaries <$75K than in 2014, opposite the

desired goal

10. End Salary =>$75,000

At end of BGS

matriculation

15% 10% Meaningful decrease. Fewer graduates earned >

$75K upon graduation in 2015 v. 2014, opposite the

goal

Lower incoming and graduating salaries demonstrate a

need for aggressive, systemic professional and career

support to move to graduates to a higher career level

11. Future Salary=< $75,000

A year after

graduation

46 % 45% No material change. 45% of BGS graduates in 2015,

similar to 2014, expect to earn greater than $75K

within a year after graduation; a reasonable

expectation based on mean wages per BLS/DOL

12. Mean Wage for Management

Occupation

Bureau of Labor

Statistics

Washington, DC-

MD-VA-WV

Metropolitan

Division

Wage estimate at

median (50%)

percentile

N/A $97,23

04 The wage estimate is targeted at the median percentile

(50%) to offset the significant number of low wage

earners (90% <$75) in the 2015 BGS Graduate class

and the difficulty they would have achieving 100% of

the mean wage of $134,960

Many of the BGS graduates will have to gradually

move toward the mean wage, if they achieve it at all

Student

Activities/Engagement

1. Student Graduate Research

Colloquium 5

Level of Satisfaction?

Would you

recommend the

event?

N/A

100%

100%

Rated highest levels

Yes, would recommend

2. INT 504 Professional

Development Course6

Level of Satisfaction?

Would you

recommend the

course?

N/A

100%

100%

Rated highest levels

Yes, would recommend

III. Report on BGS Strategic Action Plan and Priorities for 2014-2015

This status update for the academic year of 2014-2015 includes a summary of key

accomplishments achieved, initiatives proposed but not yet approved and activities in process but

not fully completed. With limited to no resources, the BGS team made significant progress and

4 BLS/DOL, Occupational Employment and Wages, May 2014. http://www.bls.gov/oes/current/oes110000.htm 5 Ratings from the 1st Annual BGS Student Research Colloquium Spring 2015 Survey conducted May 2015 6 Ratings from the INT 504 Professional Development Course Survey conducted May 2015

http://www.bls.gov/oes/current/oes110000.htm



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achieved numerous accomplishments. The BGS team, comprised of Dr. Peggy Lewis, Dr. Kelley

Wood, Ms. Nicole Herd and Ms. Kelly Watson (50% shared with SPS), has contributed

significantly to the advancement of BGS. Additionally, the adjunct faculty coupled with

interdisciplinary collaborative partnerships within Trinity, particularly Dr. Diana Watts of CAS,

contributed to the BGS success.

A. Program and Academic Excellence

1. Strengthen the business and graduate curriculum for the MBA, MSA, MA COM and

MA ISS programs.

Completed

a) MA Communication program successfully redesigned with focus on

strategic communication and public relations

b) Preliminary evaluation of MBA and MA ISS; resulted in a decision to

defer program changes until the program directors are hired

c) Integrated feedback attained from the 2014 BGS focus group meetings

into operations and programs appropriate

d) Standardized BGS syllabi to ensure consistency and quality of course

expectations; now syllabi are reviewed prior to first day of class to

ensure compliance

e) Developed and implemented the 1st Student Research Colloquium for

students to showcase their research; approximately 50 attendees and

100% of survey participants who attended the event rated the

program excellent or above average

f) Developed 1st BGS Student Leadership Team to support the

engagement and retention of students; held first BGS event December

2014 which was highly rated by attendees

In Process

a) Recruitment for MBA Program Director is underway

b) Launching new MACOM program in fall 2015; program design

approved

c) 2nd phase of program assessment for MBA, MA ISS

d) Integration of Dee Fink pedagogy into applicable BGS curriculum

Proposed

a) Strengthen targeted assessment and professional development for

faculty that meets their “just-in-time” needs; offer on-line, virtual

training



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b) Develop new faculty transition professional development plan and

training to support high-performing, engaging instruction

c) Finalize programmatic review and strategic plan for MA ISS and

MBA.

2. Prepare students to apply strong analytical, quantitative, financial and communication

skills to solving problems and creating value as managers, leaders and members of

teams.

Completed

a) Redesigned math and writing sessions of the INT 501 course to better

align with academic needs of business and graduate students

b) Strengthening focus and feedback to students on writing skills,

especially in research courses

c) Offered writing primer course and enrolled students in EDCC511, a

professional writing course, to further develop writing skills

In Process

a) Determine best approach to remediate writing weakness for BGS

students with significant writing deficiencies

Proposed

a) Update MBA Curriculum by strengthening focus on data analytics,

communication (writing and presentations), finance, management, e-

commerce, data mining; increasing frequency of shorter assignments

in order to develop skills needed in the workforce; developing the

business tools such as excel, access, SPSS and other key workforce

tools.

b) Highlight women and the development of women in leadership

through the use of case studies, women and diverse guest

lectures/speakers

c) Strengthen the integration of curriculum across each BGS program;

connect the dots from one subject to another as well as from classroom

to career

d) Assess math and writing skills prior to enrollment in first class

e) Aggressively address writing deficiencies and strengthen

communication skills for new and current students by developing a

systemic curriculum that develops and reinforces written and oral

communication at all levels



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3. Led by Admissions and Marketing, support enrollment of new students for BGS

Completed

a) Modified recruitment event to better link graduate degree to career

outcomes

b) Increased the number of BGS career events; subsequently, a decision

was made to discontinue program specific events

c) Developed a plan to recruit military and veteran students;

implementation was placed on hold

d) Launched BGS website, Facebook and twitter accounts; developed a

BGS “ graduation selfie” campaign to increase social media activity

and presence

4. Increase cross-cultural and international competency

Completed

a) Initiated discussions to explore international student exchange and

consulting projects for graduate students

b) Identified and communicated to students and faculty international

forums, discussions and meetings for participation and learning

c) Partner with Dr. Watts of CAS to visit the United Nations where

business students from CAS and BGS would participate in

international affairs; trip delayed until fall 2015

B. Career Partnerships

1. Broadening career paths to include private, non-profit, NGO’s, associations,

governments, small business, entrepreneurship, international development and other

employers operating in the DC metropolitan area

Completed

a) Held 1st Career Forum in fall 2014 which included a panel of

professionals representing various career paths; students explored new

career options

2. Increase career options for all students by providing career and professional

development training, including for entrepreneurship

Completed

a) Provide career coaching to students

b) Connect students to Trinity’s Career Services for career support

c) Increased Career Services’ focus on graduate student needs

3. Develop Career and Professional Development course for all BGS students; course

will include career assessment tool, Strength Finder, and partner with Career Services

Completed



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a) New Professional Development Course designed and launched; 22

students enrolled

b) Strength Finder assessment tool used; identifies individual strengths

which tie in well with “Discover Your Strength” campaign

c) 19 students representing BGS, CAS and alumnae completed the course

d) 100% of the students rated the course excellent or better than average.

Proposed

a) Continue to offer interdisciplinary professional development support

for all Trinity students; not exclusive to BGS students

b) Strengthen experiential learning and internship opportunities that

accommodate working adult students

c) Consider offering modules from the Professional and Career

Development Course independent of class; offer for all students and

alumnae.

4. Engage the employer, faculty, student and alumni communities through various

methods

Completed

a) Engagement of Trinity communities through courses, career forums

5. Develop and align career management metrics and record keeping with new US

Department of Education regulations for tracking employment outcomes

Completed

a) Developed and launched the 1st graduating senior survey for collecting

employment and satisfaction data; need to expand survey and align

with DOE’s employment outcome requirements

b) Launched the 2nd BGS Graduate Candidate survey and the 1st Survey

of the Professional Development Course

c) Analyzing BGS student surveys to better understand career

management satisfaction levels

d) Continuously seek feedback from students on career and employment

satisfaction levels

C. Flexible and Innovative Program Options

1. Offer innovative, flexible applied, practice-centered business and graduate programs

designed for men and women seeking to advance, enhance or change careers

In Process

a) Exploring new and dual programs such as

a. MSA Health Administration

b. MBA/MA Nursing

c. MBA/MA EDU

d. MBA/ISS



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e. MBA/ MSA

f. BA/MAISS

g. BA/MBA

Proposed

a) Evaluate 12-18 month accelerated graduate specialized programs in

areas such as finance, data analytics, accounting, etc.

2. Leverage technology to make it easier for students to learn anytime, anywhere and

anyway

Completed

a) Piloted the integration of virtual teaching in the Professional

Development Course

3. Add certificate and certification programs

Completed

a) Identified several certificate programs for Continuing Education to

pursue on behalf of BGS, i.e. SHRM, Project Management

b) Recommended graduate certificate programs within the School of

BGS; certifications and certificates on hold.

IV. Key Assessments and Surveys

With an eye on program effectiveness, return on investment and continuous improvement, BGS

regularly surveys participants at key events and new programs in addition to seeking feedback

from various stakeholders, including students and faculty. In addition to the feedback from the

three surveys that will be addressed in this report, BGS receives regular feedback from students,

faculty and staff. The results are clear: Dr. Peggy Lewis, Dr. Kelley Wood and Ms. Nicole Herd

have been acknowledged numerous times for their dedication, compassion and knowledge which

they generously share with students, faculty and staff alike.

Below is a summary of the surveys and findings conducted by BGS during the 2014-2015

academic year.

1. Spring 2015: Graduate Candidate Survey

For the second year, BGS offered the Spring 2015: BGS Graduate Survey for BGS graduate

students matriculating at the time of survey in May 2015. Students who graduated prior to spring

2015 but participated in the graduation ceremony were not included in the survey. With a 67%

participation results, the survey represents students from all BGS programs.

While it would not be a surprise to learn that the majority of the BGS graduates are female and

African American, it is interesting to discover that 74.97% are 35 years or younger—millennials

and 54.4.84% began matriculation at Trinity after only two years since completing a prior higher

education academic program, most likely the baccalaureate degree. Moreover, 70% of the recent



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BGS graduates completed their degrees in two years or less while working either full-time or

switching between full-time and part-time (68.97%).

In light of the growing millennial graduate student population, there may be a need to re-evaluate

BGS experience and ensure alignment with the growing millennial student population, e.g.

strengthening student engagement and activities that provide a sense of community; modifying

pedagogy and teacher instruction to increase engagement and application. The graphs and charts

that follow highlight additional findings from the Spring 2015: BGS Graduate Survey.



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Career and professional development support continues to be a significant expectation from the

BGS students as indicated in quest6ion 3 and 26.



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89.65% of the BGS students state that “obtaining a degree from Trinity changed” their lives.

The commentary below indicates that most students experienced change in three areas:

increased confidence, increased motivation and career advancement.

Q30. Comments: How has obtaining a graduate degree from Trinity changed you?

Please explain.

1. Career Confidence/Motivation I actually want to find a career at this point, whereas I

wasn't interested before.

2. Confidence/Motivation Increase in self-esteem, confidence,

3. Confidence/Motivation More aware of self and strengths

4. Career Communication Confidence/Motivation I was able to develop my skills in

organizational management, opening doors for career advancement in my sector. I was

also able to practice and further develop my public speaking skills, giving the confidence

needed to utilize [these] skills in the workplace.

5. Confidence/Motivation I will be a scholar.

6. Business Acumen Communication Changed my business mind frame, presentation, and

approach.

https://www.surveymonkey.com/analyze/jITg1tm_2Fc0FKFuZAMh_2FXmGdssIeHgx_2Fh0qfXWKxgwOU_3D












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7. Confidence/Motivation I'm very blessed to have attended and graduate[d] [from] Trinity

on time! The engaged brilliance of the students inspired me, the invested support of

faculty impressed me, and the location was awesome!

8. Confidence/Motivation Driven and determined to meet my goals personally and

professionally

Finally, 90% of the BGS graduates stated that Trinity delivered on a promise to “discover your

strength”.

Many students described the “strengths that they discovered in the following commentary. The

strengths include: career clarification, increased confidence, new or strengthened strengths and

writing

Q34. Comments: Did Trinity help you “discover your strength”? Please explain.

1. Career Choice/Interest I've always enjoyed school but never had any direction. I suppose I am a "late bloomer". After this program I know the path I want to take and I believe I can make a career out of my interests.

2. Confidence/Network/Speak New Strength, Learning Helped me gain self-confidence, organization, strategy and networking. Brought my family and I together as I was able to show my children that I was a positive role model for them in pursuing higher education.








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3. Confidence/Network/Speak New Strength, Learning I have a newfound confidence because of Trinity!

4. New Strength, Learning I have learned much but I'm not sure that Trinity helped me discover my strength.

5. New Strength, Learning Certain faculty have taken an interest in my success and have provided multiple layers of guidance and opportunities both within, but mostly outside Trinity.

6. New Strength, Learning Strengthened strengths Discover new strengths and strengthen and further develop existing strengths.

7. Confidence/Network/Speak New Strength, Learning Allowed me to discover my strength in public speaking.

8. New Strength, Learning Writing Improve on my writing skills. 9. Career Choice/Interest New Strength, Learning Loveeeee Trinity! I truly gained a wealth

of knowledge and once again impressed with the innovation of programs that exist. I particular, I never heard of Federal Program Management until trinity and every time I spoke with someone they became interested in a specialized program like that and wanted to look into it. I also had the absolute pleasure of being a part of the first pilot class for a Professional Development course introduced to Trinity and have to give kudos to the Dean for introducing a level of learning that is beyond the classroom and applicable to life and advancement! Kudos to all of my professors but special recognition to those who impacted me Discovering my Strength: Dr. Kelley Wood, Professor Sloan, Professor Javier Lopez, Adjunct Professor Natasha Saunders!!!

10. New Strength, Learning Writing Dr. Wood helped me tailor my experience to allow me to write a thesis on a subject that allowed me to excel.

11. Strengthened strengths Pretty much i know my weaknesses and strengths

12. New Strength, Learning Strengthened strengths Trinity helped me realize what I was good at and what I needed to relinquish.

13. New Strength, Learning Writing Writing 14. New Strength, Learning Writing I didn't know I could write as well as I have learned to

do 15. New Strength, Learning Writing As a writer


























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Finally, students were provided an open ended opportunity to share suggestions and

recommendations which can be instructive and informative. It’s clear from the comments that

students care about Trinity and appreciate the graduate education attained through BGS. The

comments which primarily focus on facilities/technology, career advancement, curriculum and

reputation will be evaluated and implemented where appropriate.

Q32. What suggestions do to have to improve the Trinity experience?

1. Reputation/Quality/Listen I felt that some of my classmates weren't interested in doing

graduate quality work. Barriers for entry seemed low, but towards the end I saw a higher

level of participation and quality of work.

2. Curriculum/Research/Size I would add a video of how to accurately edit papers on

Microsoft word. I also think all the papers written should follow the same format among

all professors. I found that formatting was as important until I got to my research classes.

I would also place an emphasis within the intro to research class where students should

realize how important the work they do in that class transfers to the next. Example,

whatever paper you write you can transfer to your next class. So there should be an

emphasis perhaps to pick your topic in the intro to research class with correct writing

formatting in place. Resulting in less stress on faculty and staff grading papers and

students can spend more quality time on data research versus paper editing perhaps. But,

as I mentioned earlier, a video on editing your paper in ms word would help very much as

I did not find the paper instruction format useful.

3. Facilities/Tech/Food Try to locate all business classes in that same building for

consistency.

4. Enrollment/Financial Aid I have a problem with the way Trinity reports its semesters to

the Veterans Affairs. Essentially one must be a full time student (12hrs per semester) to

attain the full financial aid from the Post 9/11 MGIB.

5. Student Engagement Offer more student activities and leadership opportunities, offer

more opportunities to engage with students across campus

6. Curriculum/Research/Size Student Engagement more time for capstone project (

probably term plus semester), recognition for outstanding students, more advisers for

research project, public display of research work,

7. Reputation/Quality/Listen I enjoyed my time at Trinity. The only thing that was a bit of

a damper for me was the common belief among students, faculty and the general

community that Trinity is no longer a prestigious institution as a result of the change in

student demographics. This was also one of the notions I saw conveyed in the recently

released documentary about the school. While I am in total support of the social justice

mission of Trinity (one of things that drew me to this institution in the first place), we

may want to be more aware of the kinds of messages we put out there regarding the

caliber of Trinity students and the rigor of our courses. After all of the late nights of

studying and hard work, I want to be proud of my accomplishments and the fact that I

earned a degree from Trinity. My experiences in the classroom were not drastically

different from the experiences I had at my predominantly white undergraduate institution.











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The only difference was that I went to school with mostly women and women of color. I

went to school with a lot of intelligent and capable young women (and men) who came

from all walks of life (disadvantaged and privileged backgrounds). This issue resembles a

racial and socioeconomic problem that we commonly hear of – when the property value

of great neighborhoods diminish because white families are no longer present. I feel the

same thing happening to the reputation of Trinity because the race and socioeconomic

backgrounds of our present day students no longer resemble those of the students that

once roamed the halls of Trinity. We should all do what we can to uphold the rich legacy

of the school, stick with our traditions, continue to challenge our students and teach them

that they too are esteemed young women capable of competing with the rest. This is what

will make students want to pursue degrees at Trinity. This is what will foster proud

graduates willing and eager to give back to their alma mater.

8. Curriculum/Research/Size Capstone classes/Thesis should 3 semesters. Especially if

one is to pursue doctoral. The class should not be so large 15-20 max.

9. Faculty Quality More professors with experience in desired field

10. Curriculum/Research/Size For students to do their research papers in two semesters

11. Career/Intern/International Facilities/Tech/Food Introducing the details of Capstone

earlier on to decrease the rate of directed research students towards end of program. If

students start thinking of a list of topics to write about and then make revisions at end of

program at least puts them in a better position. Have more industry recruiters available to

speak to grad students in night program. Make parking decals available again on campus,

instead of solely online. Some people don't have computers at home. So give options of

either obtaining online or on campus.

12. Faculty Quality Sometimes the professors that had jobs in the field had interesting

perspectives to share, but they were often unprepared as teachers, in spite of their

specialized professional experience.

13. Reputation/Quality/Listen Be open minded - let the input of professors be a tool.

14. Career/Intern/International Curriculum/Research/Size overseas internships and o the

foreign language classes for student in the ISS program will be a big boost

15. Career/Intern/International It needs to help students find internships and jobs.

16. Career/Intern/International Curriculum/Research/Size Enrollment/Financial

Aid Reputation/Quality/Listen Trinity seriously lacks in providing opportunities for

students outside of the classroom. As a college in the middle of Washington, DC, there is

no reason why students are not presented with significant amounts of opportunities such

internships and study abroad programs. For a college in an area with many resources, it is

as if Trinity is not a part of that group on the receiving end. Trinity's programs are

lacking and are not in competition with surrounding schools including Catholic and

Howard. Programs are not challenging enough... Trinity should strongly focus on

strengthening its programs rather than spending millions on building new facilities. Often

times classes are canceled as a result of a lack of enrollment. What is the purpose of

building new facilities when there are not enough students to fill the classrooms? It is

strongly believed that Trinity should refocus its mission and focus on raising its standards

in order to be recognized as a competitive school in the DC area. In addition, Trinity


















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should not solely focus on targeting students within the DC area but should focus on

creating a more diverse campus.

17. Curriculum/Research/Size Facilities/Tech/Food Better lighting in classrooms that have

computers in them, more online classes

18. Facilities/Tech/Food more choices of food for late night classes

19. Facilities/Tech/Food More technological updates and room environment improvements

such as adequate room temperature.

20. Curriculum/Research/Size Student Engagement I really would like to see cohorts in

graduate school programs. I think that would help graduate students feel a sense of

community.

2. Spring 2015: INT 504 Professional Development Course

This pilot professional development course was originally developed to meet an unmet

expectation clearly communicated by BGS graduate students in the 2014 BGS Graduate Student

Survey. In the 2014 BGS survey, 78.57% of students stated that the primary reason for investing

in graduate education at Trinity was “career advancement”. Additionally, 64.29% and 57.14%

were pursing graduate education for “professional development” and to “transition to a new

career”, respectively. In fact, the top three expectations that motived the students to return to

graduate school were categorized as career and professional development. However, in the 2014

BGS Survey, by graduation less than 10% stated that Trinity had met their career and

professional development expectations.

In an effort to meet the clearly stated expectations of the BGS graduate students, the INT 505

Professional Development Course was developed. More importantly, the pilot was expanded to

include students outside of BGS. The course was launched as an inter-disciplinary course that

included students from the College of Arts and Sciences (CAS), Business and Graduate Studies

(BGS) and recent alumnae.

A total of 22 students enrolled and 19 remained for the entire course. The three students who

dropped the course enrolled with a common misconception that professional development is

easy. However, once they realized the time and mind commitment required to be successful in

course, they dropped it. The course description and objectives as described in the INT 504

Syllabus are below. A complete copy of the syllabus can be found in the addendum.

Course Description

In this dynamic interactive course, students will learn how to connect the knowledge gained in

their graduate program with practical professional development skills that will enable them to

advance their career goals. Whether it is moving into a new career or upward mobility in their

current field, students will transform and update their professional and career skills. The course









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will focus on discovering career options, interviewing and networking skills, job search

strategies, professional branding on social media, and development of standout digital resumes.

By the end of the course, students will have a comprehensive professional virtual tool kit filled

with lifetime career skills needed for professional advancement in a changing workplace

increasingly influenced by technology and social media.

Course Objectives

(Framed using Bloom’s Taxonomy ~ Cognitive (knowledge), Affective (attitude, feelings),

Psychomotor (skills)

3. To learn, and analyze relevant theories (such as: Career Development, Leadership, and

Gender) and discuss statistical data regarding professional development trends, career

experiences and leadership styles;

4. To utilize and enhance skills in the areas of vision, resume and cover letter writing,

networking, interviewing, negotiating, self-presentation, social media, and career planning;

5. To recognize challenges such as needs vs. wants, perils of stereotypes, and global inequalities

in a work place setting and develop skills/strategies for addressing them to help oneself move

forward;

6. To understand your leadership style, Jung Typology, and Strengths Quest Finder assess your

understanding of personal values and ethics to use in the further enhancing of your career

development skills;

7. To demonstrate the ability to think strategically and apply lessons learned in a written and

verbal manner; and

8. To develop a clear, concise personal vision statement and use it to chart a career/professional

path.

A survey of the INT 505 course was completed at the end of the course with an 85% survey

participation rate. According to the INT 504 Professional Development Spring 2015 Survey

completed May 2015, the students were overwhelmingly satisfied with the course. 100% of the

students rated the course “Excellent” or “Above Average” and 100% recommended that

the course continues.



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Additional survey results from the INT 504 Professional Development Spring 2015 Survey are

below.



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The students also provided the comments below about the course, professor and Trinity’s support

of their professional development.

Q6. Comments: Any other comments or suggestions?

Support for course

This [should]be a regular part of course [required]work required

There are no parts of this course that should be changed.

This was an excellent course, learned a lot

I am thankful that I had the opportunity to participate in INT 504 Professional

Development. I now have a comfort level with aspects of networking, interviewing,

participating in social media (my LinkedIn is rated at an expert level and I am willing to

connect with people) unlike what I've had in the past. I have experienced a shift in my

willingness to communicate that stems from understanding that I can come from a place

of thinking that is not about me, but about the vision and goals to which I am committed

and about what I can offer to others. It was a pleasure to connect with my classmates and

Professor Saunders. I look forward to being in communication with them going forward.

I now see my goals not as ideas that might happen someday, but as projects that I can

bring into existence with the help of others whom I meet along the way. Professor

Saunders's approach to professional development is completely in line with Trinity's

mission. I can see people arriving more quickly at their "Discover Your Strength" stories

by attending INT 504. Thank you for the course. Please continue it so that other students

have the opportunity to begin creating their lives. Fatima Myers, MBA Candidate

This class was phenomenal. I had the opportunity to engage with so many amazing

speakers and students. I highly recommend this course continues; I believe this course

will benefit so many students in the long run.

Excellent Teacher! Amazing guest speakers. Would highly recommend this course,

because it wraps up the entire learning experience for your degree with application to real

life interactions. From networking, to branding, and great key elements to capitalize on

an individual’s success.

This course should be kept and offered to all!!

This course has helped me more than some l my courses as a Business [Adm.] major.

Professor

Natascha is amazing. She was the perfect teacher for this course. Her energy really made

the class fun and informative despite being on a Friday night.

Natascha is an excellent professor and did an awesome job teaching this pilot course and

helping us to build our brand and professional portfolio!

Natascha was the most amazing professor!

Natascha was SUCH a perfect choice for this course. Her enthusiasm and candor made

coming to this course every Friday evening enjoyable, nay something to look forward to!

The professor was very good. Approachable, direct but friendly.



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In light of the need for inter-disciplinary structured, systematic professional and career

development support for Trinity students, it is strongly recommended that INT 504 Professional

Development Course continue. However, as instructed by Carlota Ocampo, Provost, BGS will

not offer the course fall 2015. Instead, BGS will explore how the professional development

curriculum can be integrated into other BGS curriculum. BGS will evaluate this new approach

and report on progress.

3. Spring 2015: BGS Student Research Colloquium

In response to student and faculty feedback from BGS surveys and focus groups conducted in

2014 and requests in 2015, BGS organized and launched the First BGS Student Research

Colloquium in record time—less than two months. Zora Neale Hurston said it best when she

said” Research is formalized curiosity. It is poking and prying with a purpose.” Additionally,

Neil Armstrong said “Research is creating new knowledge”. The Research Colloquium provided

the BGS students an opportunity to showcase the “new knowledge” created from “poking and

prying with a purpose” during their research and capstone courses.

The Colloquium was attended by approximately 50 attendees. The event was held on May 12,

2015 from 6:00PM to 9:30PM in Social Hall, Main. The event was divided into two parts:

1. Poster Board Display

Nearly 50 posters on display

2. Oral Research Presentations

11 students gave 10 minute oral presentations followed by questions

All 4 BGS programs (MBA, MSA, MA COM and MA ISS) were

represented

An example of the research topics include: “U.S. Practical Idealism and Smart Power:

Determining the Strategic Relationship with the Republic of Kenya” by Makeda Lulseged, MA

ISS Graduate, May 2015, “A Case Study of Media Coverage of Rape and Rape Culture in 2014”

by Joshua Lanier, MA COM, May 2015 and “Forward Thinking Structures: Meta-Modelling

Supply Chain Predictive Analytics for Real-World Disruptions” by Ava Beckman.

The BGS research project by Ms. Beckman was acknowledged by her employer Booz Allen. The

company will use Ms. Beckman’s research to solve a business problem that Booz Allen is

currently facing. Additionally, through an invitation by Booz Allen, Ms. Beckman will share her

research with one of Booz Allen’s strategic partners, the McDonough School of Business at

Georgetown University. Ms. Beckman will meet with business faculty at Georgetown to share

the supply chain management research she conducted at Trinity under the leadership of Dr.

Kelley Wood.

At the end of the Colloquium, participants completed the First BGS Student Research

Colloquium Survey. As reflected in the survey, the Colloquium was very successful with 100%



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of participants rating the event “Excellent” or “Above Average” and 100% recommending

the continuation of the Colloquium.



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The program for the BGS Student Research Colloquium which will provide greater insight into

research topics, presenters and other program details is attached. BGS looks forward to joining

the proposed new interdisciplinary university-wide research event that is expected to be hosted

by Trinity in 2016.



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V. New Goals for 2015-2016

BGS just completed the first year of the three-year BGS Strategic and Action Plan. Therefore,

the goals for 2015-2016 will build on and expand the work completed in 2014-2015. The matrix

below identifies specific goals and activities to be completed in 2014-2015. The status of the

goals achieved in 2014-2015 are outlined in Section III— Report on BGS Strategic Action Plan

and Priorities for 2014-2015.

Business and Graduate Studies (BGS) Strategic and Action Plan, 2014-2017

Focus/Goals Timeline

Program & Academic Excellence 2014-

2015

2015-2016 2016-

2017 1. Strengthen the business and graduate curriculum for the

MBA, MSA and MA programs

a) Include new or redesign current programs such as

MA Communication, MA ISS, TBD

b) Focus on strengthening market-centric

competencies such as (TBD) [social media, social

value creation, financial and accounting skills,

cross-cultural and global competency, etc.

c) Engage key stakeholders by conducting listening,

learning and feedback exchanges with Faculty,

Students, Employers, Community and other experts

to determine best path forward

d) Increase faculty capacity to strengthen curriculum

by adding FT Faculty and Staff and providing

professional and academic development for Faculty

and Staff

MA Com-

Launching Fall 2015

Spring-MSA

MS ISS, MBA—on

hold

Fall

MBA Director

recruitment

underway

2. Prepare students to apply strong analytical, quantitative,

financial and communication skills to solving problems and

creating value as managers, leaders and members of teams

a) Increase academic supportive services for students,

including writing and math labs and coaching as

well as quantitative tutorials

b) Conduct pre-assessment of writing, math, finance

and quantitative skills to better determine a

student’s preparedness for MBA curriculum

c) Offer mandatory pre-MBA boot camps to students

requiring skill building post-assessment

Fall- For Writing

Summer

TBD

3. In partnership with Admissions, Marketing, and other

departments, support enrollment by

a) Identifying new markets, including

men,

military,

diverse women (Hispanics, African

Americans, White)

immigrant communities, and

Ongoing



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international students

b) Developing partnerships with potential feeder

organizations, including

Peace Corps

AmeriCorps

Veterans Administration

Department of Defense

Federal and local governments

Professional Associations

International organizations

c) Updating BGS website to attract, recruit and

communicate BGS value proposition

d) Collaborating with and sharing information amongst

Trinity departments and programs

e) Attracting and recruiting international students from

targeted emerging markets by developing

partnerships, engaging brokers, etc.

Spring/Fall

Fall

Ongoing

Ongoing

4. Increase cross-cultural and international competency by

a) Developing partnerships with international

organizations or representatives in support of goals;

b) integrating a global perspective throughout the

curriculum;

c) visiting international and cross-cultural

organizations; and

d) enhancing global learning through the use of

invited guests, projects, travel and study abroad

Fall/Spring

Fall/Spring

5. Middle States Review

a) Prepare for and complete required preparatory and

actual reviews for Middle States Accreditation

Review

Fall/Spring

6. Retention and Student Engagement

a) Develop and implement plans to achieve at least

90% retention

b) Assess student and activity satisfaction and

effectiveness

c) Conduct student activities

d) Increase social media footprint and engagement

Fall/Spring



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Focus/Goals Timeline Career Partnerships 2014-

2015

2015-2016 2016-

2017 1. Broadening career paths to include private, non-profit,

NGO’s, associations, governments, small business,

entrepreneurship, international development and other

employers operating in the DC metropolitan area

Fall/Spring

2. Increase career options for all students by providing career

and professional development training, including for

entrepreneurship.

Fall/Spring

3. Develop Career and Professional Development required

course to be taken by all students which includes career

assessment tool (Strength Finder) for all students

4. Engage the employer, faculty, student and alumni

communities through various methods, including

a. For Employers—fulfillment of workforce needs,

executive and management education opportunities,

classroom guest speaker, feedback on curriculum,

hosted conferences, sponsored research, recruitment

b. For Students—classroom visits by employers,

employer site visits, case studies, consulting

projects, internships, full-time and part-time

employment, on-campus and exclusive recruitment

c. For Faculty—sponsored research, employment of

students, employer relationships

d. For Alumni—curriculum feedback, executive

education, conferences, information sharing forums,

networking, mentoring, brand ambassadorship

Fall/Spring

Fall/Spring

Fall/Spring

Fall/Spring

5. Develop and align career management metrics and record

keeping with new US Department of Education regulations

for tracking employment outcomes

a. Develop and implement annual BGS surveys to

capture student feedback, employment outcomes

and satisfaction level

Fall/Spring



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Focus/Goals Timeline

Flexible and Innovative Program Options 2014-

2015

2015-2016 2016-

2017

1. Offer innovative, flexible applied, practice-centered business

and graduate programs designed for men and women seeking

to advance, enhance or change careers, including

a. 12-18 month accelerated, full-time MBA program

b. Executive MBA program

TBD

2. Leverage technology to make it easy for students to learn

anytime, anywhere and anyway, including

a. Identify and procure instruction design specialist

and other resources required to move classes online

b. Offer more on-line and/or blended classes,

leveraging existing MOOCs and other open source

resources

TBD

3. Add certificate and certification programs

a. Utilize existing faculty and course offerings to

create programs such as,

Project Management Certifications and

Certificates

Society for Human Resources Management

(SHRM) Certifications and Certificates

Paralegal Certifications and Certificates

Small Business Training

Leadership and Development Forums for

Women

Utilize MOOCs and other open source

resources

Note: Middle States Commission on Higher Education

(MSCHE) protocol would be applied to all certificates and

certifications

TBD

In closing, BGS looks forward to the continuous improvement academic programs in 2015-2016.

2015 annual report school of business and graduate studies ...€¦ · consulting projects for...

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